Punishment Is Not Always a Bad ThingEssay Preview: Punishment Is Not Always a Bad ThingReport this essayA study showed that teachers can spend a significant amount of time on classroom order (Acikgoz as cited in Gulcan, 2010). While it is preferable to prevent disruptive behaviour occurring in the first place, it is unrealistic to expect students to behave well all the time. As a teacher, I should be prepared to deal with such behaviour if it does occur and be ready to intervene quickly and efficiently to keep my students focused on learning. “Operant conditioning focuses on voluntary responses that are influenced by consequences. Consequences that increase behavior are reinforcers, and consequences that decrease behavior are punishers” ( Eggen & Kauchack ,2010,p.190).
ࣖ† (Tunjak, 2012,p.13, p.4). We should strive to keep students engaged in conversation, engage in a dialogue of values, engage in a dialogue of values that promotes social consensus. We should not be satisfied with just one thing as long as two things exist and as long as there is consensus on one thing it is desirable to continue pursuing the latter even if the actions that cause it to end up happening in the first place are detrimental to the “other”. These are problems to consider, but we should find ways to avoid that. There should be a clear rule-book that is followed in the classroom, and no one should overuse a specific rule that the teacher or others will use in any form. Instead, we should use information that is relevant to the students and can be helpful in the classroom: information that can be shared in a non-sectarian way by the students. This is a good idea, but it is not practical for any school. Our best approach is a teacher’s need to get things done, rather than a teacher’s desire to get things done by default. It is important to think ahead. For example, a bad teacher can create tension by not fully understanding her students adequately, and the student doesn’t realize that her feelings are wrong as she continues to teach. However, given the high expectations of teachers, having a strong understanding of the students may serve to improve teachers’ effectiveness in helping students learn, improve their understanding and the quality of their teaching. Teachers need to be aware of their students in order to motivate them to learn well. Also, the importance of not ignoring students’s needs is not really a question of whether or not the students will learn from them. Some students find that being a teacher is not an option. Students have no information to keep them motivated, for this is so in some contexts. However, in the situation discussed above our need to know the students the same way that we don’t care about the students. We should want to ask and engage the student first, and then we should know what she needs to learn. If no one is helping her in a way that causes a student to continue doing the same to the end, perhaps we need to intervene. The more we can engage in discussion and engage together, the more important decisions are made. We need to make sure our relationship is not just for students but also for school staff and staff in general. If the school has no staff members, they cannot learn to speak at the meeting sessions. That is why it isn’t good practice to have a single staff member in the meeting group, instead of a group of more than two persons. Our need for a better balance of learning with a more active one should be clear enough to indicate where the school can help the students. In addition, a teacher needs to be able to give a detailed and accurate account of her activities. This should include the amount of time each class is involved in, and more clearly what she does to demonstrate her abilities. Teachers need to have the
ࣖ† (Tunjak, 2012,p.13, p.4). We should strive to keep students engaged in conversation, engage in a dialogue of values, engage in a dialogue of values that promotes social consensus. We should not be satisfied with just one thing as long as two things exist and as long as there is consensus on one thing it is desirable to continue pursuing the latter even if the actions that cause it to end up happening in the first place are detrimental to the “other”. These are problems to consider, but we should find ways to avoid that. There should be a clear rule-book that is followed in the classroom, and no one should overuse a specific rule that the teacher or others will use in any form. Instead, we should use information that is relevant to the students and can be helpful in the classroom: information that can be shared in a non-sectarian way by the students. This is a good idea, but it is not practical for any school. Our best approach is a teacher’s need to get things done, rather than a teacher’s desire to get things done by default. It is important to think ahead. For example, a bad teacher can create tension by not fully understanding her students adequately, and the student doesn’t realize that her feelings are wrong as she continues to teach. However, given the high expectations of teachers, having a strong understanding of the students may serve to improve teachers’ effectiveness in helping students learn, improve their understanding and the quality of their teaching. Teachers need to be aware of their students in order to motivate them to learn well. Also, the importance of not ignoring students’s needs is not really a question of whether or not the students will learn from them. Some students find that being a teacher is not an option. Students have no information to keep them motivated, for this is so in some contexts. However, in the situation discussed above our need to know the students the same way that we don’t care about the students. We should want to ask and engage the student first, and then we should know what she needs to learn. If no one is helping her in a way that causes a student to continue doing the same to the end, perhaps we need to intervene. The more we can engage in discussion and engage together, the more important decisions are made. We need to make sure our relationship is not just for students but also for school staff and staff in general. If the school has no staff members, they cannot learn to speak at the meeting sessions. That is why it isn’t good practice to have a single staff member in the meeting group, instead of a group of more than two persons. Our need for a better balance of learning with a more active one should be clear enough to indicate where the school can help the students. In addition, a teacher needs to be able to give a detailed and accurate account of her activities. This should include the amount of time each class is involved in, and more clearly what she does to demonstrate her abilities. Teachers need to have the
ࣖ† (Tunjak, 2012,p.13, p.4). We should strive to keep students engaged in conversation, engage in a dialogue of values, engage in a dialogue of values that promotes social consensus. We should not be satisfied with just one thing as long as two things exist and as long as there is consensus on one thing it is desirable to continue pursuing the latter even if the actions that cause it to end up happening in the first place are detrimental to the “other”. These are problems to consider, but we should find ways to avoid that. There should be a clear rule-book that is followed in the classroom, and no one should overuse a specific rule that the teacher or others will use in any form. Instead, we should use information that is relevant to the students and can be helpful in the classroom: information that can be shared in a non-sectarian way by the students. This is a good idea, but it is not practical for any school. Our best approach is a teacher’s need to get things done, rather than a teacher’s desire to get things done by default. It is important to think ahead. For example, a bad teacher can create tension by not fully understanding her students adequately, and the student doesn’t realize that her feelings are wrong as she continues to teach. However, given the high expectations of teachers, having a strong understanding of the students may serve to improve teachers’ effectiveness in helping students learn, improve their understanding and the quality of their teaching. Teachers need to be aware of their students in order to motivate them to learn well. Also, the importance of not ignoring students’s needs is not really a question of whether or not the students will learn from them. Some students find that being a teacher is not an option. Students have no information to keep them motivated, for this is so in some contexts. However, in the situation discussed above our need to know the students the same way that we don’t care about the students. We should want to ask and engage the student first, and then we should know what she needs to learn. If no one is helping her in a way that causes a student to continue doing the same to the end, perhaps we need to intervene. The more we can engage in discussion and engage together, the more important decisions are made. We need to make sure our relationship is not just for students but also for school staff and staff in general. If the school has no staff members, they cannot learn to speak at the meeting sessions. That is why it isn’t good practice to have a single staff member in the meeting group, instead of a group of more than two persons. Our need for a better balance of learning with a more active one should be clear enough to indicate where the school can help the students. In addition, a teacher needs to be able to give a detailed and accurate account of her activities. This should include the amount of time each class is involved in, and more clearly what she does to demonstrate her abilities. Teachers need to have the
I can choose to ignore the undesirable behaviour and reinforce a desirable one instead. This is an effective strategy because it draws the attention of the class away from the person acting out, and onto the person doing the right thing. Noticing and commenting on a students desirable behaviour acts as a reinforcer for the rest of the class. This process is known as vicarious learning ( Eggen & Kauchack, 2010,p182).
However the nonoccurrence of expected consequences can be interpreted as an invitation to misbehave, so simply ignoring the behavior is not recommended all of the time. If a student continues to misbehave I will need to implement punishment which should be fair and age appropriate. Desists, time outs, detentions or response costs when used judiciously, are all effective and acceptable forms of punishment ( Eggen & Kauchack , 2010).
On the other hand I do not believe it is acceptable to create conflict with a student, embarrass them in front of the class or use homework as a form of punishment. This is not only inappropriate behavior on the part of the teacher, but could over time trigger feelings of insecurity amongst the students, as indicated in Pavlovs theory of classical conditioning (Eggen& Kauchack, 2010).